A FfESOURCE UNIT ON TWENTIETH CENTURY CHINA FOR USE IN A HIGH SCHOOL WORI9 HISTORY COURSE A Field Report Presented to The Graduate Division Drake University In Partial Fulfillment ' the Requi~amenta for the Degree Maatar of Soienoe in Education - b ? Garland Seibert A RESOURCE UNIT ON TWENTIETH CENTURY CHINA FOR USE IN A HIGH SCHOOL WORLD HISTORY COURSE "Y Garland Seibert Approved by Committee : I* i/ 4 c. -4 - >; . L 'a) - C FIAPTER PAGE I, TBE PROBLEM AND RESEARCH DESIGN . , itatement of the Problem ........... Tustification of the Problem .em...... tesearch Design and Flethodology ........ 11. SURVEY OF HIGH SCHOOL WORLD HISTORY mTBOOKS 4ND REVIEW OF LITERATIJRE ........... Survey of High School World History Textbooks . Review of the Literature ........... Chinese geography and culture ........ The Chinese Republic from 1915 to the death of Sun Yat-aen in 1925 .......... 16 The Chinese Republic from 1912 to 1925 ... 24 The Chinese Republic from 1925 to 1949 ... 32 The Communist era .............. 41 111. SUGGESTm ACTIVITIW AND PROBLESIS FOR THE STUDENT ................... 54 ActivitlesandProblems. ........... 54 Vocabulary Study ............... 60 ESOURCEMATERIALONCRINA . 63 Periodioal References ............. 63 Book References ................ 67 Audio-VisualAids. .............. 68 BIBLIOGRAPHY ..................... 72 - CHAPTER I THE PROBm AND RESEARCH DBIOIJ Statement --of the problem. The purpose of this project was to Prepare a resource unit for use in tb teaching of a unit on China in a world hlstory course at the high school level. Justification --of the problem. The world hlstory Deacher, In presenting a unit on China, faces the problem of havin& to oover an immense amount of material in a limited period of the. To Insure that this important country is adequately studied in the classroom, a resource unit on it la needed. The resource unit will provide a reservoir from which my be drawn iniomation, material, and suggestions for teaching a unit on China. The reaouroe unit is not a teaching unit. Quillen and Han~pointed out thia difference. They stated: A reaouroa unit differs from a teaching unit in that: (1) it is mde for teaohers rather than student uaa; (2) 1 used by an topica or for achiev organized J. Quillen and L. A. Hanna, Education for 9601.1 ;r;-eas,Corn etenoe (Chicago: Scott Fom8m.n and ~on~an~,mti). - Tms unit was prepared under me aaaumption that a period of two weeks would be alloued for classroom study. This unit was ale0 prepared under the assumption that tb student has had some background in the study of manta early civilizations and the history of China's neighbors, auoh as Ruasia and India. The period of Chineee history from 1900 to 1961 with a brief background prior to this time hae been covered in thia unit. This period of time was selected becauae of the time limitations and the importance A? an emphasis upon recent history. Research design and methodblogy. Tb following are the general objectives or anticipated outcame8 of a two week unit on China in a world hlatory course. 1. An introduction to an understanding and apprsci- ation of Chineas culture. 2. The underatanding of the conflict between Chinese civilization and Western civilization. 3. An aweranass of the signif ioant developments in China's history sinoe 1900 and the way in whioh these derslopmenta hare influenced pmaent day China. 4. he realisation of the important part Red Cum and Nationalist China play in world affairs toda~e TO reaoh the general obJeotives the following plan h.8 bean carried out in prepari~gthe resowoe The content of the unit was baaed upon a sumey of current high school world history textbooks and their resenta at ion of Chlnese hlatory. Ths resource unit includes a brief statement or china's history from 1900 to 1961. The material for this sumry has been based upon a survey of the literature per- taining to China from 1900 to 1961, This material waa organized under four headings: (1) Chinese culture and geography; (2) The Chinese Republic from 1912 to the death of Sun Yat-sen in 1925; (3) The Chinese Republic from 1925 to 1949; and (4) The Communist Era, Suggested activities and problems that may be se- lected by the teaaher and used by the student to reaoh the ob jeativer hare been drawn up, A list of materials pertaining to the study of China has been compiled and groupad. They include a~~ro~riat@ books, artiolea in periodicals, and audio-viaual aids that may help meet the needs of the students. "'JRVEY OF HIGH SCHOOL WORLD HISTORY TWTBOOKk+ AND REVIEW OF LITERATURE I. SURVEY OF HIGH SCHOOL WORLD HISTORY TE31TBOOKS Phe 8urveey of current high school world bistopy textbook8 covered eight standard claaaroom textbooks. The purpose of thia portion of the study was to determine the content and presentation of China by different authors. The following hlatory textbooks were uaed in this survey: Becker, Carl, Sidney Painter, and YuShan Han. The Past 1m.that Lives Todap. New York: Sllver ~urdettTm~any, Flaok, C. Em, Our World History. Boston: Ginn and Companp, 1960. Habberton, William, and Laurence V. Roth. Manta Achievement Throu~h-the Ages. Chicago: Laidlow Brothers, 1954. Hughes, Ray 0. The Makiq of Toda 1s World. Boston: Allyn and Bacon, rnc., m6- Lane, F'raderia C., Erio F. Goldman, and Erling M. Hunt. Hew York: Harcourt, Brace and Rogers, Lester B., Fhy Adma, and Walker Brown. Stor Nationr. New York: Henry Bolt and Company, d Wallbank, Walter T. Manta Story. Chicago: Scott, Poresnan, and Company, 1961- Wallbank, Walter T., and Arnold Fletcher. Hiatorx. Chicago: Soott, Foresman - Tha ~ofl~entof EneSe textbooks showed a tendency of the ~uDJ~c~matter to be grouped into general topics, such a8 religion* language, ad foreign relations. Areas of arts, crafts. and way of life Were grouped under the headi~gof oulture. Other events, such as Tb Open Door Policy, Ths Boxer ~ebellion,and The Opium War were placed under the general heading of Chinara foreign relations. There were eight general toplo divisions. All eight textbook8 presented selectione upon the religions of China. China's culture was treated in varying degrees by all eight authors. Four of the eight gave more emphasis upon art. Five authors presented the family ryatem extensively, two mentioned it and one omitted it. Only three of the eight textbooks presented Chitmca geography and clirmte and its effect upon the countryfa history. This may be a weak point in textbook presentation. All eight textbook8 gave varying emphasis on the following topics: Chinava foreign mlationa; Chinara Revolution; the Republic of China; and Cammuniat China. There is a time span between writing and actual publishing or textbooks. This cauaea the lateat or cumant Matory of China in textbooks to be out of date. It important that the world hl8t0~yteacher realize this and rupplement the textbook or textbooks with ex~rienoesthat perzain the present Theae experiences could include the use current periodical8 8 newspapers, and public an" private printed pamphlets on current events, II* REVIEW OF THE LITERATURE Much has been written about China and the Chinese people, The review of ths literature la limited to a brief summary on twentieth century China. A selected reading list is presented at the end of this report for a wider, more ex- tenaive study of China, . * Chinese Geography -and C ulbua-~ Geography. Geographic factors influenoe the way in whioh a people or civilization develop and a study of geogra- phy reveals much with regard to how a people make their liviag. The rollowing is a brief summary of the clbate, area, natural reaourcea, and population of China, China has a varied climate. The seasonal monsoon winds play the biggest part in determining China's alate. ~hesemonsoons are not aa regular or steady as those round in India, The reliability or rainfall in China 18 not great a. it 18 in India. Intense radiation over Mongolia and Siberia results in the worldla most extensive high- pressure arepa in the winter. At that time of year grape 7 -~~aoaof cold, dry, bavy COntlnental ahmove southward and bring clear weather across China. In the summer ths winds blow from the sea to the land, bringillg in moisture. he rainfall in China variea from over three hundred inches a year in the southeast to almost zero in the northwest. south China is humid, North China is aubhumid, and Outer China ia arid, China is exposed to typhoons which develop in the equatorial doldrums near the meeting of the northeast and aoutheaat trade-wind air masses. During the fall and summer a total of ten to forty typhoons uaually cone close enough to China to influence its weather, however, only 1 four or five centers actually reach the coast. The difference in temperature between North and South China is reduced in am.er but greatly accentuated in winter. Summer temperatures are often over one hundred degree8 Fahrenheit. The growing aeason varies frm twelve montha In South China, reven montha in the Yellow River basin, five 2 months in the Northeaatern Provinces, to four montha in Tibet, The Comunirt ruled Peopla'r Republic of China has an estimated area of 3,691,502 square miles with a population of keorg. 8. Cre~aey,Land of the Million (Aeu York: McOraw-Hill Book Company, 15nm PP. - 1 669,000,0U(J. The national is^ government of the Republic of China on Formosa claim0 an island area of 13,885 aquare miles with a population of 10,917,841.~ Lass than 15 per cent of all China has suitable land forma, allmate, and 8011 for any agrioultural use. Three- - - - fifths of China laI inhabited by about one per cent of the population. Thla thinly populated area la made up of the mountalnoua platea.u of Tibet, the desert plateau of Mongolia, and the arid depression of inland drainage of Sinkiang.